Interpretive frames for responding to racially stressful moments in history discussions

Reisman, Abby; Enumah, Lisette; Jay, Lightning

doi:10.1080/00933104.2020.1718569

Cited by 19 publications

(12 citation statements)

References 55 publications

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“…Both PSTs identified and critiqued the impact of structural racism domestically and abroad. This critique addresses the parts of critical literacy that focus on identifying and problematizing socio‐political issues (Lewison et al, 2002) and the component of racial literacy that requires individuals to examine how race influences political and social experiences (Reisman et al, 2020). While Christopher discusses the negative implications of racial perspectives, he does use the pejorative term “colored” in his reflection.…”

Section: Discussion: How Are Pre‐service Using Literacy Framework Whi...mentioning

confidence: 99%

“…This interpretive framework "disambiguates" discussions and understandings about the structural forces based on race and the emotional aspect of racial stress. Teachers implementing racial literacy must attend to students', as well as their own, emotional experiences, stress, and trauma when centering race (Reisman et al, 2020). Thus, racial literacy allows individuals "the ability to read, recast, and resolve racially stressful encounters" (Stevenson, 2014, p. 115).…”

Section: Figurementioning

confidence: 99%

“…Some proponents of critical literacy focus on CRT or disrupt discourses of white supremacy (Delgado & Stefancic, 2012), while others focus on different structural roots and sources of inequalities (Magill & Salinas, 2018). Critical literacy encourages students to interrogate messages perpetuated through multimodal texts, including media and popular culture (Mason & Metzger, 2012), through processes that promote transformative and justice‐oriented citizenship (Reisman et al, 2020).…”

Section: Background Literaturementioning

confidence: 99%

“…Disciplinary and critical literacy frameworks do not always center discussions of race (Reisman et al, 2020). Unfortunately, in practice, social studies teachers are often reluctant to incorporate controversial issues into the curriculum that might disrupt the commonplace and question institutional racism (Southern Poverty Law Center, 2018).…”

Section: Background Literaturementioning

confidence: 99%

“…In response to the racial silence in K–12 classrooms, Reisman and colleagues (2020) outlined a fourth interpretative framework that social studies teachers can use to teach controversial history: racial literacy . A racial literacy framework asks readers to explore how race affects political, economic, social, and educational experiences (Skerrett, 2011).…”

Section: Background Literaturementioning

confidence: 99%

See 4 more Smart Citations

“Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook

Mathews¹,

McGill²

2022

J Adolescent & Adult Lit

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Because social studies educators are expected to incorporate literacy into their instruction, it is important to consider how prospective teachers interact with literacy frameworks as they engage with social studies content. This qualitative case study examines two pre‐service social studies teachers enrolled in a teacher preparation course at a Hispanic‐Serving Institution as they read and reacted to Zinn's (2008) graphic textbook, A People's History of the American Empire. The study examines how these pre‐service teachers employed three literacy frameworks—disciplinary, critical, and racial literacy—when reading social studies material. Data sources included student‐produced written responses, researcher’s field notes from whole‐class discussions, and semi‐structured interviews. Findings demonstrate how readers sometimes use parts of frameworks, entire frameworks in isolation, and multiple frameworks simultaneously. Neither participant addressed the socio‐emotional aspect of racial literacy. This study suggests how teacher educators can better prepare social studies teachers to incorporate literacy while using graphic texts.

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Section: Discussion: How Are Pre‐service Using Literacy Framework Whi...mentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

See 3 more Smart Citations

“Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook

Mathews¹,

McGill²

2022

J Adolescent & Adult Lit

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Racial climate reform in independent schools: How coping self‐efficacy buffers systemic and proximal racial stress for students of color

Collins¹,

Stevenson

2023

Psychology in the Schools

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The journey for students of color (SOC) in predominantly White independent schools (PWIS) is paved with significant educational opportunities and challenging racial conflicts. Little is known about how SOC manage the stress of negotiating these struggles and successes in daily relationships with peers and teachers or within the school climates where the policies and practices often reveal a bracketed commitment to diversity. For decades, programs like Prep for Prep have provided academic and social supports to prepare low‐income SOC for matriculation in PWIS. Using Racial Encounter Coping Appraisal and Socialization Theory, we investigated the racial stress and coping experiences of 593 SOC from the Prep for Prep leadership training program. After measuring development on the racial coping self‐efficacy scale, three factors identified that SOC range in their confidence in reading or noticing racial microaggressions in their schools, recasting stressful racial conflicts from “impossible” to “manageable,” and resolving racial tensions by confronting microaggressions. Results found that a moderated mediation model explains that the relationship of SOC school climate perceptions to school belonging and affect toward school are mediated through racial coping stress. SOC with high racial coping self‐efficacy (RCSE) show less negative influence from that stress on their academic and social experiences compared to those low in RCSE. Implications for supporting SOC by buffering racial stress within PWIS are discussed.

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Expanding on prior conceptualizations of teacher noticing

Sherin

2021

ZDM Mathematics Education

124

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While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include shaping, the act of creating interactions that provide increased opportunities to attend to and interpret noteworthy mathematical interactions. In other words, teachers are not simply passive bystanders in the act of noticing, rather they shape interactions to gain access to additional information to allow for further observation and interpretation of student thinking.

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Interpretive frames for responding to racially stressful moments in history discussions

Cited by 19 publications

References 55 publications

“Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook

“Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook

Racial climate reform in independent schools: How coping self‐efficacy buffers systemic and proximal racial stress for students of color

Expanding on prior conceptualizations of teacher noticing

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